Both staff and volunteers need to be clear on just who is doing what in the assessment process. Typically, a staff member conducts the initial assessment and, in consultation with the learner, develops the training plan. The training plan will include the learner’s short-term goal and expectations for exit demonstrations. It might also include suggested resources to help the tutor decide what materials to choose when developing lesson plans. The staff member then decides on a good tutor match for the learner and arranges for the pair to meet. Sometimes, the staff member will attend the first few tutoring sessions.

At this point, the staff ’s active role in the learner’s training diminishes. The volunteer becomes the main link between the learner and program staff. This doesn’t mean, however, that the staff member no longer has an interest in the learner! Although the staff person will not be taking an active role in the day-to-day literacy training, he must be kept informed about progress and be advised immediately of any concerns. Sometimes volunteers think that they are bothering or disturbing staff but rest assured — staff really do want to know!

When a volunteer is first matched with a learner, she should review the training plan with the learner and be sure that they are both familiar with this important document. It contains the blueprint they will use to plan their time together. It is important that the volunteer has an understanding of what the training plan is used for and also a working knowledge of the five literacy levels used in Ontario. Without this knowledge, it will be virtually impossible to develop lesson plans that work towards achieving the goals set out in the training plan.(37)

As part of ongoing instruction, the volunteer and learner will review and practice skills and make changes to the lesson plans as appropriate. Perhaps they will need to add more time to review some areas or to practice skills. They will also work together to complete progress reports to submit to program staff.